Download Chapter 9: Ecology Lesson 9.5 - Boyertown Area School District

Chapter 9: Ecology
Lesson 9.5: Natural and Human Disturbances that Change Ecosystems
A disturbance may change a forest significantly. Afterwards, the forest floor is often littered with dead material.
This decaying matter and abundant sunlight promote an abundance of new growth. In the case of forest fires a portion
of the nutrients previously held in plant biomass is returned quickly to the soil as biomass burns. Many plants and
animals benefit from disturbance conditions. Some species are particularly suited for exploiting recently disturbed sites.
Vegetation with the potential for rapid growth can quickly take advantage of the lack of competition.
Lesson Objectives
• Define population size, density, and dispersion.
• Relate population pyramids and survivorship curves to population structure.
• Identify factors that determine population growth rate.
• Compare and contrast exponential and logistic growth.
• Describe early human population growth.
• Outline the stages of the demographic transition.
• Explain trends in recent human population growth.
• Summarize the human population problem and possible solutions to the problem.
• Define biodiversity.
• Identify economic benefits and ecosystem services of biodiversity.
• Relate human actions to the sixth mass extinction.
• Distinguish between renewable and nonrenewable resources.
• Describe threats to soil and water resources.
• Identify the causes and effects of air pollution.
• Explain global climate change.
Vocabulary
• acid rain
• air pollution
• algal bloom
• carrying capacity (K)
• dead zone
• demographic transition
• dispersal
• emigration
• exotic species
• exponential growth
• global warming
• greenhouse effect
• habitat loss
• immigration
• K-selected
• logistic growth
• natural resource
• nonnative species
• nonrenewable resource
• ozone hole
• population density
• population distribution
• population growth rate (r)
• population pyramid
• renewable resource
• r-selected
• sixth mass extinction
• survivorship curve
• sustainable use
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Introduction
Communities are made up of populations of different species. In biology, a population is a group of organisms of
the same species that live in the same area. The population is the unit of natural selection and evolution. How large a
population is and how fast it is growing are often used as measures of its health.
Population Size, Density, and Distribution
Population size is the number of individuals in a population. For example, a population of insects might consist
of 100 individual insects, or many more. Population size influences the chances of a species surviving or going extinct.
Generally, very small populations are at greatest risk of extinction. However, the size of a population may be less
important than its density.
Population Density
Population density is the average number of individuals in a population per unit of area or volume. For example,
a population of 100 insects that live in an area of 100 square meters has a density of 1 insect per square meter. If the
same population lives in an area of only 1 square meter, what is its density? Which population is more crowded? How
might crowding affect the health of a population?
Population Distribution
Population density just gives the average number of individuals per unit of area or volume. Often, individuals in
a population are not spread out evenly. Instead, they may live in clumps or some other pattern (see Figure 9.40). The
pattern may reflect characteristics of the species or its environment. Population distribution describes how the
individuals are distributed, or spread throughout their habitat.
Figure 9.40: Patterns of Population Distribution. What kind of factors influence the pattern of a population over space?
Population Structure
An important factor in population growth is age-sex structure. This is the number of individuals of each sex and
age in the population. The age-sex structure influences population growth. This is because younger people are more
likely to reproduce, while older people have higher rates of dying. Age-sex structure is represented by a population
pyramid. This is a bar graph, like the one Figure 9.41. In this example, the bars become narrower from younger to older
ages. Can you explain why?
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Birth adds individuals
only to the base of the
pyramid.
Death removes
individuals from the
population at all ages
after birth.
Figure 9.41: Population Pyramid. A population pyramid represents the age-sex structure of a population.
Survivorship Curves
Another way to show how deaths affect populations is with survivorship curves. These are graphs that represent
the number of individuals still alive at each age. Examples are shown in Figure 9.42. The three types of curves shown in
the figure actually represent different strategies species use to adapt to their environment:
• Type I: Parents produce relatively few offspring and provide them with a lot of care. As a result, most of the
offspring survive to adulthood so they can reproduce. This pattern is typical of large animals, including
humans.
• Type II: Parents produce moderate numbers of offspring and provide some parental care. Deaths occur more
uniformly throughout life. This pattern occurs in some birds and many asexual species.
• Type III: Parents produce many offspring but provide them with little or no care. As a result, relatively few
offspring survive to adulthood. This pattern is typical of plants, invertebrates, and many species of fish.
The type I strategy occurs more often in stable environments. The Type III strategy is more likely in unstable
environments. Can you explain why?
Figure 9.42: Survivorship Curves. Survivorship curves reflect death rates at different ages.
Population Growth Rate
Populations gain individuals through births and immigration. They lose individuals through deaths and
emigration. These factors together determine how fast a population grows.
Population growth rate (r) is how fast a population changes in size over time. A positive growth rate means a
population is increasing. A negative growth rate means it is decreasing. The two main factors affecting population
growth are the birth rate (b) and death rate (d). Population growth may also be affected by people coming into the
population from somewhere else (immigration, i) or leaving the population for another area (emigration, e). The formula
for population growth takes all these factors into account.
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r = (b + i) - (d + e)
• r = population growth rate
• b = birth rate
• i = immigration rate
• d = death rate
• e = emigration rate
Two lectures on demography are available at
http://www.youtube.com/watch?v=3diw1Hu3aukhttp://www.youtube.com/ (50:36) and
http://www.youtube.com/watch?v=Wg3ESbyKbic (49:38).
Dispersal and Migration
Other types of movements may also affect population size and growth. For example, many species have some
means of dispersal. This refers to offspring moving away from their parents. This prevents the offspring from competing
with the parents for resources such as light or water. For example, dandelion seeds have ‘‘parachutes.” They allow the
wind to carry the seeds far from the parents (see Figure 9.43).
Figure 9.43: Dandelion Seeds. These dandelion seeds may disperse far from the parent plant. Why might
this be beneficial to both parents and offspring?
Migration is another type of movement that changes population size. Migration is the regular movement of
individuals or populations each year during certain seasons. The purpose of migration usually is to find food, mates, or
other resources. For example, many Northern Hemisphere birds migrate thousands of miles south each fall. They go to
areas where the weather is warmer and more resources are available (see Figure 9.44). Then they return north in the
spring to nest. Some animals, such as elk, migrate vertically. They go up the sides of mountains in spring as snow melts.
They go back down the mountain sides in fall as snow returns.
Figure 9.44: Migration pattern of Northern hemisphere birds.
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Patterns of Population Growth
Populations may show different patterns of growth. The growth pattern depends partly on the conditions under
which a population lives.
Exponential Growth
Under ideal conditions, populations of most species can grow at exponential rates. Curve A in Figure 9.45
represents exponential growth. The population starts out growing slowly. As population size increases, the growth rate
also increases. The larger the population becomes, the faster it grows.
Figure 9.45: Exponential and Logistic Growth. Curve A shows exponential growth. Curve B shows logistic growth.
Logistic Growth
Most populations do not live under ideal conditions. Therefore, most do not grow exponentially. Certainly, no
population can keep growing exponentially for very long. Many factors may limit growth. Often, the factors are density
dependent. These are factors that kick in when the population becomes too large and crowded. For example, the
population may start to run out of food or be poisoned by its own wastes. As a result, population growth slows and
population size levels off. Curve B in Figure 9.45 represents this pattern of growth, which is called logistic growth.
At what population size does growth start to slow in the logistic model of growth? That depends on the
population’s carrying capacity (see Figure 9.45). The carrying capacity (K) is the largest population size that can be
supported in an area without harming the environment. Population growth hits a ceiling at that size in the logistic
growth model.
K-Selected and r-Selected Species
Species can be divided into two basic types when it comes to how their populations grow.
• Species that live in stable environments are likely to be K-selected. Their population growth is controlled by
density-dependent factors. Population size is generally at or near the carrying capacity. These species are
represented by curve B in Figure 9.45.
• Species that live in unstable environments are likely to r-selected. Their potential population growth is rapid.
For example, they have large numbers of offspring. However, individuals are likely to die young. Thus,
population size is usually well below the carrying capacity. These species are represented by the lower part of
curve A in Figure 9.45.
Human Population Growth
Humans have been called the most successful ‘‘weed species” Earth has ever seen. Like weeds, human
populations are fast growing. They also disperse rapidly. They have colonized habitats from pole to pole.
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Overall, the human population has had a pattern of exponential growth, as shown in Figure 9.46. The population
increased very slowly at first. As it increased in size, so did its rate of growth.
Figure 9.46: Growth of the Human Population. This graph gives an overview of human population growth since 10,000 BC. It
took until about 1800 AD for the number of humans to reach 1 billion. It took only a little over 100 years for the number to
reach two billion. Today, the human population is rapidly approaching the seven billion mark! Why do you think the human
population began growing so fast?
Early Population Growth
Homo sapiens arose about 200,000 years ago in Africa. Early humans lived in small populations of nomadic
hunters and gatherers. They first left Africa about 40,000 years ago. They soon moved throughout Europe, Asia, and
Australia. By 10,000 years ago, they had reached the Americas. During this long period, birth and death rates were both
fairly high. As a result, population growth was slow. Humans invented agriculture about 10,000 years ago. This provided
a bigger, more dependable food supply. It also let them settle down in villages and cities for the first time. The death
rate increased because of diseases associated with domestic animals and crowded living conditions. The birth rate
increased because there was more food and settled life offered other advantages. The combined effect was continued
slow population growth.
Demographic Transition
Major changes in the human population first began during the 1700s in Europe and North America. First death
rates fell, followed somewhat later by birth rates.
Death Rates Fall
Several advances in science and technology led to lower death rates in 18th century Europe and North America:
• New scientific knowledge of the causes of disease led to improved water supplies, sewers, and personal
hygiene.
• Better farming techniques and machines increased the food supply.
• The Industrial Revolution of the 1800s led to new sources of energy, such as coal and electricity. This increased
the efficiency of the new agricultural machines. It also led to train transport, which improved the distribution
of food.
For all these reasons, death rates fell, especially in children. This allowed many more children to survive to adulthood, so
birth rates increased. As the gap between birth and death rates widened, the human population grew faster.
Birth Rates Fall
It wasn’t long before birth rates started to fall as well in Europe and North America. People started having fewer children
because large families were no longer beneficial for several reasons.
• As child death rates fell and machines did more work, farming families no longer needed to have as many
children to work in the fields.
• Laws were passed that required children to go to school. Therefore, they could no longer work and contribute
to their own support. They became a drain on the family’s income.
Eventually, birth rates fell to match death rates. As a result, population growth slowed to nearly zero.
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Stages of the Demographic Transition
These changes in population that occurred in Europe and North America have been called the demographic transition.
The transition can be summarized in the following four stages, which are illustrated in Figure 9.47:
• Stage 1—High birth and death rates lead to slow population growth.
• Stage 2—The death rate falls but the birth rate remains high, leading to faster population growth.
• Stage 3—The birth rate starts to fall, so population growth starts to slow.
• Stage 4—The birth rate reaches the same low level as the death rate, so population growth slows to zero.
Figure 9.47: Stages of the Demographic Transition. In the demographic transition, the death rate falls first. After a lag, the
birth rate also falls. How do these changes affect the rate of population growth over time?
Recent Population Growth
At one time, scientists predicted that all human populations would pass through the same demographic
transition as Europe and North America. Now, they are not so sure. Death rates have fallen throughout the world. No
country today remains in Stage 1 of the transition. However, birth rates are still high in many poor countries. These
populations seem to be stuck in Stage 2. An example is the African country of Angola. Its population pyramid for 2005 is
shown in Figure 9.48. The wide base of the pyramid base reflects the high birth rate of this population.
Many other countries have shifted to Stage 3 of the transition. Birth rates have started to fall. As a result,
population growth is slowing. An example is Mexico. Its population pyramid for 1998 is shown in Figure 9.49. It reflects a
recent fall in the birth rate.
Most developed nations have entered Stage 4. Sweden is an example (see Figure 9.50). The birth rate has been
low for many years in Sweden. Therefore, the rate of population growth is near zero.
In some countries, birth rates have fallen even lower than death rates. As result, their population growth rates are
negative. In other words, the populations are shrinking in size. These populations have top-heavy population pyramids,
like the one for Italy shown in Figure 9.51. This is a new stage of the demographic transition, referred to as Stage 5. You
might think that a negative growth rate would be a good thing. In fact, it may cause problems. For example, growthdependent industries decline. Supporting the large aging population is also a burden for the shrinking younger
population of workers.
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Figure 9.48: Angola
Figure 9.50: Sweden
Figure 9.49: Mexico
Figure 9.51: This 1998 population pyramid for Italy represents
a Stage 5 population.
Future Population Growth
The human population is now growing by more than 200,000 people a day. At this rate, there will be more than
9 billion people by 2050. The human population may well be close to its carrying capacity. It has already harmed the
environment. An even larger human population may cause severe environmental problems. This could lead to outbreaks
of disease, starvation, and global conflict. There are three potential solutions:
1. Use technology to make better use of resources to support more people.
2. Change behaviors to reduce human numbers and how much humans consume.
3. Distribute resources more fairly among all the world’s people.
Which solution would you choose?
Census Update: What the World Will Look like in 2050
On June 30, 2011, Time.com published Census Update: What the World Will Look like in 2050
http://www.time.com/time/. According to the U.S Census Bureau, in 2050, there will be 9.4 billion people:
• India will be the most populous nation, surpassing China sometime around 2025.
• The U.S. will remain the third most populous nation, with a population of 423 million (up from 308 million in
2010).
• Declining birth rates Japan and Russia will cause them to fall from their current positions as the 9th and 10th
most populous nations, respectively, to 16th and 17th.
• Nigeria will have a population of 402 million, up from 166 million people.
• Ethiopia’s population will likely triple, from 91 million to 278 million, making the East African nation one of the
top 10 most populous countries in the world.
So what does all this mean?
• The African continent is expected to experience significant population growth in the coming decades, which
could compound the already-problematic food-supply issues in some African nations.
• Immigration and differing birth rates among races will change the ethnic composition of the U.S.
• Population booms in Africa and India, the decline of Russia and the expected plateau of China will all change
the makeup of the estimated 9.4 billion people who will call Earth home in 2050.
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The Biodiversity Crisis
One of the effects of human overpopulation is the loss of other species. The rapidly growing human population
has reduced Earth’s biodiversity.
What Is Biodiversity?
Biodiversity refers to the variety of life and its processes, including the variety of living organisms, the genetic
differences among them, and the communities and ecosystems in which they occur. Scientists have identified about 1.9
million species alive today. They are divided into the six kingdoms of life shown in Figure 9.52. Scientists are still
discovering new species. Thus, they do not know for sure how many species really exist today. Most estimates range
from 5 to 30 million species.
Why Is Biodiversity Important? Human beings benefit in many ways from biodiversity. Biodiversity has direct
economic benefits. It also provides services to entire ecosystems.
A discussion of biodiversity is available at http://www.youtube.com/watch?v=vGxJArebKochttp://www.youtube.com/.
Figure 9.52: Known species represent only a fraction of all species that exist on Earth.
Economic Benefits of Biodiversity
The diversity of species provides humans with a wide range of economic benefits:
• Wild plants and animals maintain a valuable pool of genetic variation. This is important because domestic
species are genetically uniform. This puts them at great risk of dying out due to disease.
• Other organisms provide humans with many different products. Timber, fibers, adhesives, dyes, and rubber
are just a few.
• Certain species may warn us of toxins in the environment. When the peregrine falcon nearly went extinct, for
example, it warned us of the dangers of DDT.
• More than half of the most important prescription drugs come from wild species. Only a fraction of species
have yet been studied for their medical potential.
• Other living things provide inspiration for engineering and technology. For example, the car design in Figure
9.53 was based on a fish.
Figure 9.53: From flowers to fish, biodiversity benefits humans in many ways.
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Ecosystem Services of Biodiversity
Biodiversity generally increases the productivity and stability of ecosystems. It helps ensure that at least some
species will survive environmental change. It also provides many other ecosystem services. For example:
• Plants and algae maintain the atmosphere. During photosynthesis, they add oxygen and remove carbon
dioxide.
• Plants help prevent soil erosion. They also improve soil quality when they decompose.
• Microorganisms purify water in rivers and lakes. They also return nutrients to the soil.
• Bacteria fix nitrogen and make it available to plants. Other bacteria recycle the nitrogen from organic wastes
and remains of dead organisms.
• Insects and birds pollinate flowering plants, including crop plants.
• Natural predators control insect pests. They reduce the need for expensive pesticides, which may harm people
and other living things.
How You Can Help Protect Biodiversity
There are many steps you can take to help protect biodiversity. For example:
• Consume wisely. Reduce your consumption wherever possible. Re-use or recycle rather than throw out and
buy new. When you do buy new, choose products that are energy efficient and durable.
• Avoid plastics. Plastics are made from petroleum and produce toxic waste.
• Go organic. Organically grown food is better for your health. It also protects the environment from pesticides
and excessive nutrients in fertilizers.
• Save energy. Unplug electronic equipment and turn off lights when not in use. Take mass transit instead of
driving.
See http://www.youtube.com/watch?v=GnK7gNXxb3c for an outstanding 60 Minutes video of the Great Migration in
Kenya, and the issues facing these animals.
Human Actions and the Sixth Mass Extinction
Over 99 percent of all species that ever lived on Earth have gone extinct. Five mass extinctions are recorded in
the fossil record. They were caused by major geologic and climatic events. Evidence shows that a sixth mass extinction is
occurring now. Unlike previous mass extinctions, the sixth extinction is due to human actions.
Some scientists consider the sixth extinction to have begun with early hominids during the Pleistocene. They are
blamed for over-killing big mammals such as mammoths. Since then, human actions have had an ever greater impact on
other species. The present rate of extinction is between 100 and 100,000 species per year. In 100 years, we could lose
more than half of Earth’s remaining species.
Causes of Extinction
The single biggest cause of extinction today is habitat loss. Agriculture, forestry, mining, and urbanization have
disturbed or destroyed more than half of Earth’s land area. In the U.S., for example, more than 99 percent of tall-grass
prairies have been lost. Other causes of extinction today include:
• Exotic species introduced by humans into new habitats. They may carry disease, prey on native species, and
disrupt food webs. Often, they can out-compete native species because they lack local predators. An example
is described in Figure 9.54.
• Over-harvesting of fish, trees, and other organisms. This threatens their survival and the survival of species
that depend on them.
• Global climate change, largely due to the burning of fossil fuels. This is raising Earth’s air and ocean
temperatures. It is also raising sea levels. These changes threaten many species.
• Pollution, which adds chemicals, heat, and noise to the environment beyond its capacity to absorb them. This
causes widespread harm to organisms.
• Human overpopulation, which is crowding out other species. It also makes all the other causes of extinction
worse.
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Figure 9.54: Brown Tree Snake. The brown tree snake is an exotic species that has caused many extinctions on Pacific
Islands such as Guam.
KQED: Disappearing Frogs
Around the world, frogs are declining at an alarming rate due to threats like pollution, disease and climate
change. Frogs bridge the gap between water and land habitats, making them the first indicators of ecosystem changes.
Meet the California researchers working to protect frogs across the state and across the world at
http://www.kqed.org/quest/television/disappearing-frogs.
Learn about the plight of the yellow-legged frog at http://www.kqed.org/quest/radio/plight-of-theyellowlegged-frog.
KQED: Nonnative Species
Scoop a handful of critters out of the San Francisco Bay and you’ll find many organisms from far away shores.
Invasive kinds of mussels, fish and more are choking out native species, challenging experts around the state to change
the human behavior that brings them here. See http://www.kqed.org/quest/television/sanfrancisco-bay-invaders for
more information.
KQED: Lost Salmon
Because of a sharp decline in their numbers, the entire salmon fishing season in the ocean off California and
Oregon was canceled in both 2008 and 2009. At no other time in history has this salmon fishery been closed. The species
in the most danger is the California Coho salmon. Examine efforts to protect the Coho in Northern California and
explores the important role salmon play in the native ecosystem at http://www.kqed.org/quest/television/californiaslost-salmon and http://www.kqed.org/quest/television/coho-salmon-in-muir-woods.
The Encyclopedia of Life
The Encyclopedia of Life (EOL) is a free, online collaborative encyclopedia intended to document all of the 1.9+
million living species known to science. It is compiled from existing scientific databases, and from contributions by
experts and non-experts world-wide. Its goal is to build one infinitely expandable page for each species, including videos,
sound, images, graphics, and text. As the discovery of new species is expected to continue (the current rate is about
20,000 new species identified per year), EOL will grow continuously. As taxonomy finds new ways to include species
identified by molecular techniques, the rate of new species additions will increase - in particular with respect to the
microbial world of (eu)bacteria, archaebacteria and viruses. EOL went live on February 26, 2008 with 30,000 entries.
The EOL has developed web-based tools and services that provide visitors enhanced capability to use EOL
content for their own purposes and to contribute to the site and become part of a growing international community
interested in biodiversity. See http://www.eol.org/ and http://www.youtube.com/watch?v=6NwfGA4cxJQ for
additional information.
In addition, Understanding Biodiversity, the CK-12 and EOL biodiversity-themed resource currently under development,
is an expanding library of biodiversity information aimed at the secondary-level biology classroom. Understanding
Biodiversity pages will provide information for each species relevant to the high school biology curriculum: cell biology,
genetics, evolution, ecology, and physiology. If you would like to submit a species page to Understanding Biodiversity,
email a proposal for contributions to [email protected].
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Field Guides
http://education.eol.org/ideas/tools/fieldguidehttp://education.eol.org/ideas/tools/fieldguide
Field Guides pull selected content from EOL species pages into a format that is easier to view and use for
particular projects. Rather than sorting through all 1.9 million species pages and all of the Table of Contents information,
users will see information for just the organisms and information they select. Users are able to customize and edit the
content in their field guide.
You can try creating a field guide for the organisms found in your schoolyard or for the organisms discussed in
another chapter of this FlexBook. See what information is found in EOL and what is missing. Is there anything you can
contribute to EOL, such as an image or class research information?
EOL Podcasts
http://education.eol.org/podcasthttp://education.eol.org/podcast
Lend an ear and discover the wonders of nature—right outside your back door and halfway around the world.
EOL audio broadcasts are aimed at learning about life-from organisms as small as yeast to as big as a bowhead whale.
Hear people’s stories about nature and hone your backyard observation skills. Explore the diversity of life—five minutes
and One Species at a Time. Listen to the podcasts online, or download them and take them with you on your own
exploration of the world around you.
One Species at a Time
The audio series One Species at a Time is a tribute to life on Earth http://education.eol.org/podcast/onespeciestime. Each episode is a story, a mystery, a riddle, or an exploration of a different creature pulsing, fluttering, surging,
respiring, and galloping on this planet. Biodiversity is center stage, from scurrying invasive beetles in Oregon to the
threatened cedar trees of Lebanon to Ediacaran fauna from 580 million years ago. There are associated Extras and a
Meet the Scientist section with each podcast. Some have associated educational materials. Some have associated
educational materials. All podcasts are freely available and can be used in other projects.
The Biodiversity Heritage Library
http://www.biodiversitylibrary.org/http://www.biodiversitylibrary.org/
Twelve major natural history museum libraries, botanical libraries, and research institutions have joined to form
the Biodiversity Heritage Library. The participating libraries have over two million volumes of biodiversity literature
collected over 200 years to support the work of scientists, researchers, and students in their home institutions and
throughout the world.
The Biodiversity Heritage Library (BHL) consortium cooperates to digitize and make accessible the biodiversity
literature held in their collections and to make that literature available for open access and responsible use as a part of a
global ‘‘biodiversity commons.” Because of the BHL’s success in digitizing a significant mass of biodiversity literature, the
scientific documentation of the study of living organisms since the time of Linnaeus has become easily accessible.
Anyone can access the BHL website directly or link to it from any EOL species page. When on a species page,
scroll down through the Table of Contents on the left hand side of the page to the ”References and More Information”
section and click on ”Biodiversity Heritage Library.” BHL literature directly related to the species under consideration will
be shown.
The published literature on biological diversity has limited global distribution; much of it is available in only a
few select libraries in the developed world. These collections are of exceptional value because the domain of systematic
biology depends - more than any other science - upon historic literature. Yet, this wealth of knowledge is available only
to those few who can gain direct access to significant library collections. Literature about the life that exists in
developing countries is often not available within their borders. Biologists have long considered that access to the
published literature is one of the chief impediments to the efficiency of research in the field. Among other results, free
global access to digitized versions of the literature would make available information about the Earth’s species to all
parts of the world. Many of the texts digitized by the BHL have until now only been held in a few European or North
American libraries. Now, with this resource, scientists and student in the developing world have access to them,
thereby accelerating biodiversity research.
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Since 2009, the BHL has expanded globally. The European Commission’s eContentPlus program has recently
funded the BHL-Europe project, with 28 institutions, to assemble the European language literature. Additionally, the
Chinese Academy of Sciences, the Atlas of Living Australia, Brazil, and the Bibliotheca Alexandrina have created regional
BHL sites. These projects will work together to share content, protocols, services, and digital preservation practices.
Natural Resources and Climate Change
A natural resource is something supplied by nature that helps support life. When you think of natural resources,
you may think of minerals and fossil fuels. However, ecosystems and the services they provide are also natural
resources. Biodiversity is a natural resource as well.
Renewable and Nonrenewable Resources
From the human point of view, natural resources can be classified as renewable or nonrenewable.
Renewable Resources
Renewable resources can be replenished by natural processes as quickly as humans use them. Examples include
sunlight and wind. They are in no danger of being used up (see Figure 9.55). Metals and other minerals are renewable
too. They are not destroyed when they are used and can be recycled.
Figure 9.55: Wind is a renewable resource. Wind turbines like this one harness just a tiny fraction of wind energy.
Living things are considered to be renewable. This is because they can reproduce to replace themselves.
However, they can be over-used or misused to the point of extinction. To be truly renewable, they must be used
sustainably. Sustainable use is the use of resources in a way that meets the needs of the present and also preserves the
resources for future generations.
Nonrenewable Resources
Nonrenewable resources are natural resources that exist in fixed amounts and can be used up. Examples include
fossil fuels such as petroleum, coal, and natural gas. These fuels formed from the remains of plants over hundreds of
millions of years. We are using them up far faster than they could ever be replaced. At current rates of use, petroleum
will be used up in just a few decades and coal in less than 300 years. Nuclear power is also considered to be a
nonrenewable resource because it uses up uranium, which will sooner or later run out. It also produces harmful wastes
that are difficult to dispose of safely.
Soil and Water Resources
Theoretically, soil and water are renewable resources. However, they may be ruined by careless human
actions.
Soil is a mixture of eroded rock, minerals, partly decomposed organic matter, and other materials. It is essential
for plant growth, so it is the foundation of terrestrial ecosystems. Soil is important for other reasons as well. For
example, it removes toxins from water and breaks down wastes.
Although renewable, soil takes a very long to form—up to hundreds of millions of years. So, for human
purposes, soil is a nonrenewable resource. It is also constantly depleted of nutrients through careless use and eroded by
wind and water. For example, misuse of soil caused a huge amount of it to simply blow away in the 1930s during the
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Dust Bowl (see Figure 9.56). Soil must be used wisely to preserve it for the future. Conservation practices include
contour plowing and terracing. Both reduce soil erosion. Soil also must be protected from toxic wastes.
Figure 9.56: The Dust Bowl occurred between 1933 and 1939 in Oklahoma and other southwestern U.S. states. Plowing had
exposed prairie soil. Drought turned the soil to dust. Intense dust storms blew away vast quantities of the soil. Much of the
soil blew all the way to the Atlantic Ocean.
Water is essential for all life on Earth. For human use, water must be fresh. Of all the water on Earth, only 1
percent is fresh, liquid water. Most of the rest is either salt water in the ocean or ice in glaciers and ice caps.
Although water is constantly recycled through the water cycle, it is in danger. Over-use and pollution of
freshwater threaten the limited supply that people depend on. Already, more than 1 billion people worldwide do not
have adequate freshwater. With the rapidly growing human population, the water shortage is likely to get worse.
KQED: Are We in Danger of Running Out of Water?
California’s population is growing by 600,000 people a year, but much of the state receives as much annual
rainfall as Morocco. With fish populations crashing, global warming, and the demands of the country’s largest
agricultural industry, the pressures on our water supply are increasing. Are we in danger of running out of water? See
http://www.kqed.org/quest/television/state-of-thirst-californias-waterfuture for additional information.
Too Much of a Good Thing
Water pollution comes from many sources. One of the biggest sources is runoff. Runoff picks up chemicals such
as fertilizer from agricultural fields, lawns, and golf courses. It carries the chemicals to bodies of water. The added
nutrients from fertilizer often cause excessive growth of algae, creating algal blooms and a condition known as
eutrophication (see Figure 9.57). The algae use up oxygen in the water so that other aquatic organisms cannot survive.
This has occurred over large areas of the ocean, creating dead zones, where low oxygen levels have killed all ocean life.
A very large dead zone exists in the Gulf of Mexico. Measures that can help prevent these problems include cutting
down on fertilizer use. Preserving wetlands also helps because wetlands filter runoff.
Figure 9.57: Algal Bloom. Nutrients from fertilizer in runoff caused this algal bloom.
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The Atmosphere
The atmosphere plays an important part in maintaining Earth’s freshwater supply. It is part of the water cycle. It
refills lakes and rivers with precipitation. The atmosphere also provides organisms with gases needed for life. It contains
oxygen for cellular respiration and carbon dioxide for photosynthesis.
Air Pollution
Earth’s atmosphere is vast. However, it has been seriously polluted by human activities. Air pollution consists of
chemical substances and particles released into the atmosphere, mainly by human actions. The major cause of outdoor
air pollution is the burning of fossil fuels. Power plants, motor vehicles, and home furnaces all burn fossil fuels and
contribute to the problem (see Table 9.6). Ranching and using chemicals such as fertilizers also cause air pollution.
Erosion of soil in farm fields and construction sites adds dust particles to the air as well. Fumes from building materials,
furniture, carpets, and paint add toxic chemicals to indoor air.
Table 9.6: Pollutants formed by the burning of fossil fuels
__________________________________________________________________________________________________
Pollutant
Sulfur oxides (SO2)
Nitrogen oxides (NO2)
Carbon monoxide (CO)
Carbon dioxide (CO2)
Particulate matter (smoke, dust)
Example/Major Source
Coal-fired power plants
Motor vehicle exhaust
Motor vehicle exhaust
All fossil fuel burning
Wood and coal burning
Mercury
Smog
Coal-fired power plants, medical
waste
Coal burning
Ground-level ozone
Motor vehicle exhaust
Problem
Acid Rain
Acid Rain
Poisoning
Global Warming
Respiratory disease, Global
Dimming
Neurotoxicity
Respiratory problems; eye
irritation
Respiratory problems; eye
Irritation
In humans, air pollution causes respiratory and cardiovascular problems. In fact, more people die each year from
air pollution than automobile accidents. Air pollution also affects ecosystems worldwide by causing acid rain, ozone
depletion, and global warming. Ways to reduce air pollution from fossil fuels include switching to nonpolluting energy
sources (such as solar energy) and using less energy. What are some ways you could use less energy?
Acid Rain
All life relies on a relatively narrow range of pH, or acidity. That’s because protein structure and function is very
sensitive to pH. Air pollution can cause precipitation to become acidic. Nitrogen and sulfur oxides—mainly from motor
vehicle exhaust and coal burning—create acids when they combine with water in the air. The acids lower the pH of
precipitation, forming acid rain. If acid rain falls on the ground, it may damage soil and soil organisms. If it falls on plants,
it may kill them (see Figure 9.58). If it falls into lakes, it lowers the pH of the water and kills aquatic organisms.
Figure 9.58: Effects of Acid Rain. These trees in a European forest were killed by acid rain.
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Ozone Depletion
There are two types of ozone. You can think of them as bad ozone and good ozone. Both are affected by air
pollution.
• Bad ozone forms near the ground when sunlight reacts with pollutants in the air. Ground-level ozone is
harmful to the respiratory systems of humans and other animals.
• Good ozone forms in a thin layer high up in the atmosphere, between 15 and 35 kilometers above Earth’s
surface. This ozone layer shields Earth from most of the sun’s harmful UV radiation. It plays an important role
in preventing mutations in the DNA of organisms.
Unfortunately, the layer of good ozone is being destroyed by air pollution. The chief culprits are chlorine and
bromine gases. They are released in aerosol sprays, coolants, and other products. Loss of ozone has created an ozone
hole over Antarctica. Ozone depletion results in higher levels of UV radiation reaching Earth. In humans, this increases
skin cancers and eye cataracts. It also disturbs the nitrogen cycle, kills plankton, and disrupts ocean food webs. The total
loss of the ozone layer would be devastating to most life. Its rate of loss has slowed with restrictions on pollutants, but it
is still at risk.
Global Climate Change
Another major problem caused by air pollution is global climate change. Gases such as carbon dioxide from the
burning of fossil fuels increase the natural greenhouse effect. This raises the temperature of Earth’s surface.
What Is the Greenhouse Effect?
The greenhouse effect is a natural feature of Earth’s atmosphere. It occurs when gases in the atmosphere
radiate the sun’s heat back down to Earth’s surface (see Figure 9.59). Otherwise, the heat would escape into space.
Without the greenhouse effect, Earth’s surface temperature would be far cooler than it is. In fact, it would be too cold to
support life as we know it.
Figure 9.59: The Greenhouse Effect. Without the greenhouse gas effect, most of the sun’s radiation would reach Earth.
Global Warming
Global warming refers to a recent increase in Earth’s average surface temperature (see Figure 9.60). During the
past century, the temperature has risen by almost 1°C (about 1.3°F). That may not seem like much. But consider that just
10°C is the difference between an ice-free and an ice-covered Earth. Most scientists agree that global warming is caused
by more carbon dioxide in the atmosphere (see Figure 9.61). This increases the greenhouse effect. There is more carbon
dioxide mainly because of the burning of fossil fuels. Destroying forests is another cause. With fewer forests, less carbon
dioxide is removed from the atmosphere by photosynthesis.
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Figure 9.60: The average annual temperature on Earth has been rising for the past 100 years.
Figure 9.61: This graph shows the recent trend in carbon dioxide in the atmosphere.
Effects of Climate Change
How has global warming affected Earth and its life? Some of its effects include:
• Decline in cold-adapted species such as polar bears.
• Melting of glaciers and rising sea levels.
• Coastal flooding and shoreline erosion.
• Heat-related human health problems.
• More droughts and water shortages.
• Changing patterns of precipitation.
• Increasing severity of storms.
• Major crop losses.
These two videos discuss some of the consequences from changes in ecosystems:
http://www.youtube.com/watch?v=jHWgWxDWhsA and http://www.youtube.com/watch?v=5qblwORXwrg.
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KQED: Climate Watch: California at the Tipping Point
The world’s climate is changing and California is now being affected in both dramatic and subtle ways. In 2008,
scientists determined that California’s temperatures increased by more than 2.1°F during the last century. What’s more,
the data showed that human activity has played a significant role in that climate change. ”What’s just 2 degrees?” you
may wonder. But, as the science shows, just 2 degrees is extremely significant.
What does all this temperature change mean? For starters, declining mountain snowpack and prolonged
drought conditions could pose a threat to limited water supplies. Heat waves are projected to be longer, bringing
increased danger from wildfires and heat-related deaths. Rising sea levels due to temperature shifts jeopardize life in
coastal areas, both for human communities and the plants and animals that rely on intertidal and rich wetland
ecosystems. Also, more precipitation is expected to fall as rain rather than snow, thereby increasing the risk of floods.
And, as heat increases the formation of smog, poor air quality could get even worse.
Climate change may also profoundly affect the economy in California and elsewhere. Shorter ski seasons and
damage to the marine ecosystem mean a reduction in tourism. Water shortages mean issues with the commercial and
recreational fishing industry, and higher temperatures will affect crop growth and quality, weakening the agricultural
industry, to name just a few of the economic issues associated with climate change.
Get an in-depth look at the science behind climate change at http://www.kqed.org/quest/television/climatewatchcalifornia-at-the-tipping-point-part-one.
KQED: Giant Redwoods and Global Warming
Forest ecologist Steve Sillett is leading a team of scientists as they climb and measure every branch of some of
the last and tallest old growth redwoods in California. Their goal is to learn how these ancient giants have historically
responded to climatic shifts and to monitor how they are being impacted today by global warming. See
http://www.kqed.org/quest/television/science-on-the-spot-measuring-redwoodgiants for additional information.
KQED: Acidic Seas
Melting glaciers, rising temperatures and droughts are all impacts of global warming. But how does global
warming actually affect the oceans? The sea, it turns out, absorbs carbon dioxide emissions. The ocean acts like a giant
sponge, absorbing carbon dioxide emissions from the air. And as we add more and more carbon dioxide to air by
burning fossil fuels, the ocean is absorbing it. On one level, it’s done us a big favor. Scientists say that we would be
experiencing much more extreme climate change were it not for the ocean’s ability to remove the heat-trapping gas.
However, these emissions are causing the oceans to become more acidic. Changing pH levels threaten entire marine
food webs, from coral reefs to salmon. See http://www.kqed.org/quest/radio/acidic-seas for additional information.
What Can Be Done?
Efforts to reduce future global warming mainly involve energy use. We need to use less energy, for example, by
driving more fuel-efficient cars. We also need to switch to energy sources that produce less carbon dioxide, such as solar
and wind energy. At the same time, we can increase the amount of carbon dioxide that is removed from air. We can
stop destroying forests and plant new ones.
KQED: Earth Day
Earth Day Network’s mission is to broaden, diversify and activate the environmental movement worldwide,
driving action year-round through a combination of education, public policy, and consumer campaigns. See
http://www.earthday.org/ for additional information.
Each year, April 22 marks the anniversary of what many consider the birth of the modern environmental
movement in 1970. The idea came to Earth Day founder Gaylord Nelson, then a U.S. Senator from Wisconsin, after
witnessing the ravages of the 1969 massive oil spill in Santa Barbara, California. On the 22nd of April, 20 million
Americans took to the streets, parks, and auditoriums to demonstrate for a healthy, sustainable environment in massive
coast-to-coast rallies. Thousands of colleges and universities organized protests against the deterioration of the
environment. Groups that had been fighting against oil spills, polluting factories and power plants, raw sewage, toxic
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dumps, pesticides, freeways, the loss of wilderness, and the extinction of wildlife suddenly realized they shared common
values.
As 1990 approached, a group of environmental leaders organized another big campaign. This time, Earth Day
went global, mobilizing 200 million people in 141 countries and lifting environmental issues onto the world stage. Earth
Day 1990 gave a huge boost to recycling efforts worldwide and helped pave the way for the 1992 United Nations Earth
Summit in Rio de Janeiro.
As the year 2000 approached, 5,000 environmental groups in a record 184 countries reached out to hundreds of
millions of people. Earth Day 2000 used the Internet to organize activists, but also featured a talking drum chain that
traveled from village to village in Gabon, Africa, and hundreds of thousands of people gathered on the National Mall in
Washington, DC. Earth Day 2000 sent world leaders the loud and clear message that citizens around the world wanted
quick and decisive action on clean energy.
In 2010, the Earth Day Network reestablished Earth Day as a powerful focal point around which people could
demonstrate their commitment. The Earth Day Network brought 225,000 people to the National Mall for a Climate Rally,
amassed 40 million environmental service actions toward its 2012 goal of A Billion Acts of Green, launched an
international, 1-million tree planting initiative with Avatar director James Cameron, and tripled its online base to over
900,000 members. The fight for a clean environment continues in a climate of increasing urgency, as the ravages of
climate change become more manifest every day.
See http://www.kqed.org/quest/television/earth-day-tv-special-where-weve-been-where-were-headed
for more
information on California’s environmental movement.
Lesson Summary
• Population size is the number of individuals in a population. Population density is the average number of individuals
per unit of area or volume. The pattern of spacing of individuals in a population may be affected by characteristics of a
species or its environment.
• The age-sex structure of a population is the number of individuals of each sex and age in the population. Age-sex
structure influences population growth. It is represented by a population pyramid. The number of survivors at each
age is plotted on a survivorship curve.
• Population growth rate is how fast a population changes in size over time. It is determined by rates of birth, death,
immigration, and emigration.
• Under ideal conditions, populations can grow exponentially. The growth rate increases as the population gets larger.
Most populations do not live under ideal conditions and grow logistically instead. Density-dependent factors slow
population growth as population size nears the carrying capacity.
• Early humans lived in small populations of nomadic hunters and gatherers. Both birth and death rates were fairly high.
As a result, human population growth was very slow. The invention of agriculture increased both birth and death rates.
The population continued to grow slowly.
• Major changes in the human population first began during the 1700s. This occurred in Europe and North America.
First, death rates fell while birth rates remained high. This led to rapid population growth. Later, birth rates also fell. As
a result, population growth slowed.
• Other countries have completed a similar demographic transition. However, some countries seem stalled at early
stages. They have high birth rates and rapidly growing populations.
• The total human population may have to stop growing eventually. Even if we reduce our use of resources and
distribute them more fairly, at some point the carrying capacity will be reached.
• Biodiversity refers to the number of species in an ecosystem or the biosphere as a whole.
• Biodiversity has direct economic benefits. It also provides services to entire ecosystems.
• Evidence shows that a sixth mass extinction is occurring. The single biggest cause is habitat loss caused by human
actions. There are many steps you can take to help protect biodiversity. For example, you can use less energy.
• The Encyclopedia of Life is a free, online collaborative encyclopedia intended to document all of the 1.9+ million living
species known to science.
• Renewable resources can be replaced by natural processes as quickly as humans use them. Examples include sunlight
and wind. Nonrenewable resources exist in fixed amounts. They can be used up. Examples include fossil fuels such as
coal.
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• Soil and water are renewable resources but may be ruined by careless human actions. Soil can be depleted of
nutrients. It can also be eroded by wind or water. Over-use and pollution of freshwater threaten the limited supply
that people depend on.
• Air pollution consists of chemical substances and particles released into the air, mainly by human actions. The major
cause of outdoor air pollution is the burning of fossil fuels. Indoor air can also be polluted. Air pollution, in turn, causes
acid rain, ozone depletion, and global warming.
• Gases such as carbon dioxide from the burning of fossil fuels increase the natural greenhouse effect. This is raising the
temperature of Earth’s surface, and is called global warming.
References/ Multimedia Resources
Opening image courtesy of Metatron (http://en.wikipedia.org/wiki/File:Ocellaris_clownfish.JPG) and under
the Creative Commons license CC-BY-SA 3.0.
Textbook resource granted through licensure agreement with the CK-12 Foundation at
www.ck-12.org
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